Paper Contents
Abstract
AbstractThis quantitative study examines the influence of Key Stage 1 pupils early numeracy skills on their future academic performance in multiple subjects. This study is based on Cognitive Load Theory, Constructivist Learning Theory and Social Cognitive Theory. It seeks to examine the relationship between the mathematical fluency, problem-solving, and critical thinking developed in early education, and the low rates of failure in later education. According to the findings, it has been observed that learners with a strong foundation in numeracy are more confident, are able to retain content and transfer their math skills to a variety of academic subjects. They help kids do more successfully with literacy, science, and standardized tests. In addition, exposing students to early mathematical activities promotes logical reasoning and adaptability, which helps them deal with more complex learning tasks at later levels. The results show that children who can deal with numbers effectively are predicting their future scores. They call attention to meaningful, structured, and engaging teaching across disciplines. Students foundational math skills should be given utmost importance for holistic development and long-term success. Keywords: numeracy skills, early math proficiency, academic achievement, foundational learning, Key Stage 1, quantitative analysis, cognitive development, problem-solving, educational outcomes
Copyright
Copyright © 2025 Harmon C. Pagarigan . This is an open access article distributed under the Creative Commons Attribution License.
